Abstract
M.Ed.
Widespread criticism of the existing curriculum in South Africa can be viewed as the basis
for the continual review of curriculum. The literature surveyed clearly points out the
importance of participation by all stakeholders in this process. Teachers, like any other
participants, are supposed to take an active part in curriculum development. A similar idea
is expressed by Gordon (1995:43) and Nepi (1992:23), who indicate that the policy goal has
to be continually guaranteed, and must stipulate a fully participatory process for curriculum
development. The policy goal may perpetuate low levels of professionalism and skills. The purposes of this study are:
to investigate to what extent primary school teachers in the Moretele Region in the
North West Province want to be involved in curriculum development, and why (reason);
to find out how the primary school teachers in the Moretele Region in the North West
Province can contribute to curriculum development.